Introduction to Social

Work Community
Education and Training
Hafsah Hadji Esmail Hadji Samad
Introduction to Social Work Community Education and Training

 THE ADULT LEARNING:

• CONCEPTS

• ‘PRINCIPLES
 PROFILING THE
LEARNERS IN SOCIAL • SECTORIAL MOVEMENTS
WORK COMMUNITY
EDUCATION AND • ISSUE-BASED MOVEMENTS
TRAINING
• FAITH-BASED MOVEMENTS

• LIBERATION MOVEMENT
THE ADULT
LEARNING:CONCEPTS
AND PRINCIPLES
CONCEPTS
Andragogy: This term, popularized by Malcolm
Knowles, refers to the study of how adults learn
differently from children. It emphasizes self-directed
learning, experience, and problem-solving.

Self-Directed Learning: Adults often take

responsibility for their own learning, choosing what and
how they want to learn. Self-directed learning allows
them to set goals and pursue knowledge independently.
CONCEPTS
Experiential Learning: This concept, developed by
David Kolb, highlights the importance of learning
from experience. Adults learn by reflecting on
their experiences and making connections to new
information.

Lifelong Learning: Adults engage in continuous

learning throughout their lives to adapt to changes
in their careers, society, and personal interests.
Lifelong learning is essential for staying relevant
and skilled.
CONCEPTS
Transformative Learning: Proposed by Jack
Mezirow, this concept suggests that adults can
experience profound shifts in their perspectives
and beliefs through learning experiences that
challenge their existing assumptions.

Knowles' Assumptions of Adult Learners: Knowles

identified key assumptions about adult learners,
including the need to know why they are learning,
the need to be self-directed, and the value of their
life experiences.
CONCEPTS
Motivation and Relevance: Adults are motivated to
learn when they see the relevance of the content
to their goals and real-life situations.
Understanding their motivations is crucial for
effective teaching.

Prior Experience: Adults bring a wealth of prior

experiences and knowledge to their learning.
Acknowledging and building on this existing
knowledge is important for effective teaching.
PRINCIPLES
Respect for Autonomy: Adults prefer to be self-
directed learners. They want to have control over
their learning process, including setting goals and
choosing the learning methods and resources.
Instructors should respect and support their
autonomy.

Relevance: Adult learners are motivated when they

see the direct relevance of what they are learning
to their personal or professional lives. Learning
should address their immediate needs and
interests.
PRINCIPLES
Experience-Based: Adults bring rich life experiences
to their learning. Effective teaching acknowledges
and values these experiences, using them as a
foundation for new learning.

Problem-Centered Approach: Adult learners often

prefer to tackle real-world problems and
challenges. Learning activities should be designed
to help them solve practical problems and apply
knowledge.
PRINCIPLES
Active Learning: Adults learn best when actively
engaged in the learning process. Interactive
activities, discussions, case studies, and hands-on
experiences are often more effective than passive
learning methods.

Collaboration: Collaborative learning opportunities,

such as group discussions and peer learning, can
be highly effective for adults. Sharing experiences
and perspectives with peers enhances learning.
Feedback and Reflection: Adults benefit from
feedback on their progress. Encourage self-
reflection and provide constructive feedback to
help them improve.

Flexibility: Adult learners have diverse schedules and

responsibilities. Flexible learning options, such as
online courses or part-time programs,
accommodate their needs.
PRINCIPLES
Clear Goals and Expectations: Clearly communicate
learning objectives and expectations. Adults want
to know what they will achieve and how their
progress will be measured.

Safe and Inclusive Environment: Create a safe and

inclusive learning environment where adults feel
comfortable sharing their thoughts and
experiences without fear of judgment.
PRINCIPLES
Continuous Assessment: Assess adult learners'
progress regularly, and adjust instruction based on
their needs. Assessment should be formative and
ongoing.

Support and Resources: Provide access to resources

and support services that assist adult learners in
their educational journey, such as tutoring,
counseling, or mentorship.
PROFILING THE LEARNERS IN
SOCIAL WORK COMMUNITY
EDUCATION AND TRAINING
 Sectorial
Movement
Learners:

Children
- Learner Profile: Teachers, child advocates,
caregivers, social workers.
- Key Considerations: Training should focus
on child development, psychology, and child
rights. Effective teaching methods, child
protection strategies, and trauma-informed care
are essential topics.
 Sectorial
Movement
Learners:

Labour
- Learner Profile: Union members, HR
professionals, industrial workers.
- Key Considerations: Education should cover
labor laws, collective bargaining, conflict
resolution, and workplace safety.
Understanding wage negotiations and labor
rights is crucial.
 Sectorial
Movement
Learners:

Urban Poor
- Learner Profile: Community organizers,
social workers, urban residents.
- Key Considerations: Training programs
should address community empowerment,
poverty alleviation, access to healthcare,
housing, and basic services. Community
organizing and advocacy skills are vital.
 Sectorial
Movement
Learners:

Overseas Filipinos
- Learner Profile: Migrant workers, returnees,
support organizations.
- Key Considerations: Education should cover
legal rights, financial literacy, cultural
sensitivity, and reintegration support. Language
skills and understanding of host country laws
are important.
 Sectorial
Movement
Learners:
People with
Disabilities:
- Learner Profile: Individuals with disabilities,
caregivers, advocates.
- Key Considerations: Training should focus
on accessibility, inclusive practices, disability
rights, and adaptive technologies. Educators
should emphasize empathy and understanding.
 Sectorial
Movement
Learners:

Indigenous People
- Learner Profile: Community leaders,
activists, educators.
- Key Considerations: Education should
respect indigenous knowledge, address land
rights, cultural preservation, and sustainable
development. Cultural sensitivity and
collaboration with indigenous communities are
crucial.
 Issue-Based
Movement
Learners:

Feminist
- Learner Profile: Activists, gender studies
students, advocates.
- Key Considerations: Training should explore
gender analysis, intersectionality, feminist
theory, and strategies for advocacy and policy
change. Inclusive and safe learning
environments are essential.
 Issue-Based
Movement
Learners:

Freedom from Debt

- Learner Profile: Economists, activists,
policymakers.
- Key Considerations: Education should cover
debt relief mechanisms, financial literacy,
responsible lending practices, and advocacy
strategies. Economic justice and policy analysis
are key areas.
 Issue-Based
Movement
Learners:

Fair Trade
- Learner Profile: Fair trade producers,
consumers, advocates.
- Key Considerations: Training should delve
into fair trade principles, certification,
marketing strategies, and ethical business
practices. Understanding global supply chains
is important.
 Issue-Based
Movement
Learners:

LGBT
- Learner Profile: LGBTQ+ activists, allies,
healthcare professionals.
- Key Considerations: Education should
address LGBTQ+ health disparities,
discrimination, legal rights, and inclusive
healthcare practices. Creating LGBTQ+
friendly spaces and cultural competence is vital.
 Issue-Based
Movement
Learners:

Peace and Justice

- Learner Profile: Conflict zone workers,
diplomats, human rights advocates.
- Key Considerations: Training might involve
conflict resolution techniques, international
human rights law, peacebuilding strategies, and
diplomatic skills. Cultural sensitivity and
empathy are essential.
 Issue-Based
Movement
Learners:
Feminist and Ecological
Movement
- Learner Profile: Environmental activists,
feminists, researchers.
- Key Considerations: Education should
explore the connections between gender equity
and environmental sustainability, addressing
issues like climate justice and ecofeminism.
Interdisciplinary thinking and advocacy
strategies are important.
 Faith-Based
Movement
Learners:
Faith-Based
Movement:
- Learner Profile: Clergy members, volunteers,
social workers.
- Key Considerations: Training should align
with specific faith values, encompassing
community service, humanitarian aid, and
ethics in social work. Interfaith dialogue and
cultural sensitivity are valuable skills.